Constructivism

Overview of Constructivism

Every individual exists in a continually changing world of experience in which he is the center

Carl Rogers (1969)

Constructivists believe that everyone's learning is individually unique due to their personal experiences (Bates,2022). Knowledge is constructed from a person's previous knowledge, experiences, beliefs and insights that serves as a foundation and new knowledge is constructed upon the other knowledge. The learner must consider the information being taught and - based on past experiences, personal views, and cultural background - construct an interpretation (Kimmons, 2022).

PHILO-notes (2021) shares some of the specific elements of constructivism are:

knowledge is constructed
people learn to learn, as they learn
learning involves sensory input to construct meaning
learning is a social activity
learning is contextual
kowledge is personal
learning exists in the mind
motivation is the key to learning

Key Figures of Constructivism

Jean Piaget

(1896-1980)

Piaget theorizes that humans create knowledge through the interaction between their experiences and ideas. The accommodation and assimilation process focuses on how learning occurs.

Lev Vygotsky

(1896-1934)

Through the process of working with others, Voygotsky believes learners create an environment of shared meanings with peers. In the Zone of Proximal Development (ZPD), group formation enchances the learning process outside of the help of the instuctor.

John Dewey

(1859-1952)

Dewey emphasized that learners will demonstrate higher levels of knowledge when engaged in real life experiences with school activities. The role of cultural forms makes inquiry sustained learning possible and not rote memorization and repetitive lecturing.

Figure 1, XSEED Education. https://xseededucation.com/marketing-content/six-ways-you-can-transform-yourself-from-a-teacher-to-a-facilitator/

Figure 2, Jigsaw (n.d.) Jigsaw. (n.d.). STRATEGIES. https://strategiesforspecialinterventions.weebly.com/jigsaw1.html

Implications of Constructivism in Instructional Design

Instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995, as cited Brau, 2022). Facilitators (Figure 1) scaffolds by providing activities to help the learner to get to his or her own understanding of the content thus leading them through the zone of proximal development instead of simply explaining a principle (McLeod).

Constructivism in instructional design supports a student-centered environment that encourages learners in becoming experts in a social environment. Activities like the jigsaw activity (Figure 2) is used across different subject and age groups (especially in secondary education) encourages a cooperative learning experience that fosters real-life exploratory activities, problem-solving and meaningful dialogue.

In corporate training, situated learning is more appropriate. According to Lave & Wenger, 1991 as cited in Egbert, J. & Roe, M. (2020), new learners reach the level of the expert as they have more opportunities to practice within the context of learning. Onboard training or professional learning developments are what Legitimate Peripheral Participation (LPP) describes as the process of how learners transition toward full participation in the sociocultural practices of the community.

Strengths and Weaknesses of Constructivism in Corporate Training

Strengths of Constructivism in Corporate Training

peer-to-peer dialogue
situated learning, scenario-based or real life learning
ARCS Model of Motivation
internalization of learning within the ZPD isn’t a passive transfer of information but a dynamic process where learners actively participate and engage in meaning-making.

Weakness of Constructivism in Corporate Training

trying to fit human learning to current restrictions of behavorist computer programming-learning is seen as essentially a social process, requiring communication between learner, teacher and others. This social process cannot effectively be replaced by technology, although technology may facilitate it (Bates, 2022).

References

Brau, B. (2022). Constructivism. Education Research: Across Multiple Paradigms. https://open.byu.edu/education_research/constructivismy

Bates, T. (2022). Teaching in a Digital Age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/

Education, X., & Education, X. (2020, April 14). Six ways you can transform yourself from a teacher to a facilitator | XSEED Education. XSEED Education. https://xseededucation.com/marketing-content/six-ways-you-can-transform-yourself-from-a-teacher-to-a-facilitator/

Egbert, J. & Roe, M. (2020). Theoretical Models for Teaching and Research. Open Text WSU. https://opentext.wsu.edu/theoreticalmodelsforteachingandresearch/front-matter/theoretical-models-for-teaching-and-research/

Jigsaw. (n.d.). STRATEGIES. https://strategiesforspecialinterventions.weebly.com/jigsaw1.html

Kimmons, R. (2022). Education Research Across Multiple Paradigms. https://doi.org/10.59668/133

McLeod, S. (2024, February 1). Zygotsky’s Zone of Proximal Development and Scaffolding Theory. SimplyPsychology. https://www.simplypsychology.org/zone-of-proximal-development.html

PHILO-notes. (2021, September 1). What is constructivism? [Video]. YouTube. https://www.youtube.com/watch?v=6Y2sU18vWb4

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